Dissertation/Thesis Abstract

Antecedents of charter school success in New York State: Charter school management agencies and additional factors that affect English/Language Arts test scores in elementary charter schools
by Schwarz, Jennifer, Ph.D., TUI University, 2013, 129; 3570006
Abstract (Summary)

Charter schools frequently receive public as well as federal attention, and there is a growing body of research becoming available examining charter schools. With all this research there is still a need for further studies which deal specifically with antecedents of charter school success. This study examined factors contributing toward the success of charter schools in the state of New York. It measured the success of a charter school with respect to student achievement levels which were measured via state mandated standardized English / Language Arts (ELA) test score averages provided on the Department of Education’s website for the state of New York (https://reportcards.nysed.gov/). An examination was made regarding the extent and manner in which student achievement levels vary with respect to the following factors: (a) teacher credentialing, (b) teacher experience, (c) teacher turnover, (d) class size, (e) student demographics, and (f) grade level. Differences in student achievement levels per these factors were also examined with respect to the following charter school management entities: (a) For-Profit Education Management Organizations (EMOs), (b) Non-Profit Charter Management Organizations (CMOs), and (c) independently managed Community Grown Organizations (CGOs). A clearer understanding of what leads to the success/failure of a school will be useful in, (a) sustaining success of currently successful schools, (b) providing data for failing schools to take into consideration, (c) informing charter authorizing agencies, as well as (d) aiding in replication of an existing successful school model. This study found that while there was no significant correlation between any of the predictor variables on ELA test scores during the 2011-2012 school year, Charter Management Organization did have a statistically significant effect on ELA test scores, with schools that are Community Grown Organizations (CGOs) yielding higher results than schools that contracted with Non-Profit Charter Management Organizations (CMOs) and For-Profit Education Management Organizations (EMOs). While currently the trend in expectation is that charter schools most likely to succeed, and thus be replicated, are the schools that contract with For-Profit Management Agencies (EMOs) and Non-Profit Management Agencies (CMOs), this study has shown that it is actually the Community Grown Organizations (CGOs) that have yielded higher ELA standardized test scores during the 2011-2012 school year, thus making them considered as more successful entities than the EMOs and CMOs. The results suggest that further efforts into replicating successful CGO school models should be seriously considered by both the individual schools and the Charter Authorizing Agencies.

Indexing (document details)
Advisor: Li, Wenling
Commitee: Katz, Larry, Wesolek, Michael L.
School: TUI University
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 74/09(E), Dissertation Abstracts International
Subjects: Educational evaluation, Educational leadership
Keywords: Charter schools, Language arts, Test scores
Publication Number: 3570006
ISBN: 978-1-303-08412-6
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